Date of Award

12-1-2007

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Abstract

The purpose of this study was to examine how faculty technology literacy and technology training impact their pedagogy. This required an examination of how faculty technology literacy skills related to pedagogical practice (integrating technology into their pedagogy), while controlling for training. The independent variables were as follows: faculty demographics and technology literacy; the co-variant was technology training; the dependent variables were pedagogical practice, design and delivery. Respondents surveyed in this study consisted of any faculty members in the College of Education from fifteen peer institutions of the University of North Dakota, including: SUNY at Buffalo, University of Alabama at Birmingham, University of Hawaii at Manoa, University of Illinois at Chicago, University of Kentucky, University of Louisville, University of Missouri-Kansas City, University of Pittsburgh, University of Nevada-Reno, University of North Carolina at Chapel Hill, University of Tennessee, University of Utah, University of Vermont, University of Virginia, and Wright State.

The methodology used in this study was a non-experimental quantitative approach to data collection and analysis. The type of sampling used in this study was single-stage random sampling. The instrument used to collect data was a self-developed online survey created for the purpose of this study. Total survey response rate was 237 out of 1115 possible participants (21.2%). The data analysis process included the descriptive analysis of data for the independent and dependent variables (pre-screening data).

The results of the study showed significant correlations between technology literacy and pedagogical practices (design and delivery), as well as, some correlations with training strategies. According to the data, two training strategies (small group faculty forums with trainers and on my own time with tutorials) were strong predictors for the dependent variable pedagogical practice (both design and delivery). The results also revealed that faculty technology training may be maximized for the integration of pedagogy by using the training strategy of small group faculty forums with a trainer.

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